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A victim, in the short term, may feel depressed, anxious, angry, have excessive stress, learned helplessness, feel as though their life has fallen apart, have a significant drop in school performance, or may commit suicide (bullycide).In the long term, they may feel insecure, lack trust, exhibit extreme sensitivity (hypervigilant), or develop a mental illness such as psychopathy, avoidant personality disorder or PTSD.

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This includes hostile intent, imbalance of power, repetition, distress, and provocation.

Bullying can have a wide spectrum of effects on a student including anger, depression, stress and suicide.

Studies suggest that sexual violence and harassment of girls is worse in schools where other forms of violence are prevalent, and in conflict and emergency contexts, In their paper "Predicting Bullying: Exploring the Contributions of Childhood Negative Life Experiences in Predicting Adolescent Bullying Behavior," Connell, Morris and Piquero identify three primary aspects of a child’s life- family, school and peers- as major indicators to whether or not that child exhibits behavior akin to bullying.

Training school staff and students to prevent and address bullying can help sustain bullying prevention efforts over time.

Schools and the education system also operate within the context of wider social and structural factors and may reflect and reproduce environments that do not protect children and adolescents from violence and bullying.

For example, physical and sexual violence may be more prevalent in schools in contexts where it is also more prevalent in wider society.

Discriminatory gender norms that shape the dominance of men and the subservience of women and the perpetuation of these norms through violence are found in some form in many cultures.

Gender inequality and the prevalence of violence against women in society exacerbate the problem.

Bullying without comprehensive definition, can be physical, and verbal and emotional in nature, or it can occur online (

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